Master of Social Work Program STUDENT HANDBOOK · 01/09/2017 · social work, and the role of...

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Master of Social Work Program

STUDENT HANDBOOK

2018- 2019 Academic Year

Shippensburg Edition

http://www.millersville.edu/

http://www.millersville.edu/

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TABLE OF CONTENTS

SECTION I: MU-SU MSW PROGRAM.................................................................................. 4

COLLABORATION .................................................................................................. 4

ADVANCED GENERALIST...................................................................................... 4

SOCIAL WORK EDUCATION .................................................................................. 5

PROGRAM MISSION ............................................................................................... 5

PROGRAM GOALS .................................................................................................. 5

CORE COMPENTENCIES……………………………………………………………….6

MSW CURRICULUM COMPETENCIES AND PERFORMANCE INDICATORS…....6

SECTION II: CURRICULUM .............................................................................................. 17

THE COUNCIL ON SOCIAL WORK EDUCATION AND ACCREDITATION ......... 17

FOUNDATION CURRICULUM .............................................................................. 18

COURSE LISTING........................................................................................... 18

SPECIALIZATION CURRICULUM........................................................................ .18

COURSE LISTING.......................................................................................... .19

MU-SU MSW PROGRAM STRUCTURE ................................................................. 20

60 Credit Program .................................................................................................... 20

60 Credit Program Full-Time Course Schedule ............................................... 20

60 Credit Program Part-Time Course Schedule ............................................... 21

36 Credit Program .................................................................................................... 22

36 Credit Program Full-Time Course Schedule ............................................... 22

36 Credit Program Part-Time Course Schedule ............................................... 23

Master of Social Work & Master of Science in Emergency Management…....………….23

TECHNOLOGY AND THE MU-SU MSW PROGRAM ............................................ 25

SECTION III: ADMISSION POLICIES AND PROCEDURES............................................... 25

ADMISSION REQUIREMENTS .............................................................................. 25

Grade Point Average..................................................................................... 25

Provisional Admission .................................................................................. 25

Examinations ............................................................................................... 26

Liberal Arts Foundation Courses ................................................................... 26

Advanced Standing Program ......................................................................... 26

Exemption from Foundation .......................................................................... 27

Waivers ....................................................................................................... 27

Life Experience ............................................................................................ 27

Personal and Professional Qualities................................................................ 27

Personal Statement and Resume .................................................................... 27

Professional References ................................................................................ 27

Criminal Record ........................................................................................... 28

English as a Second Language ....................................................................... 28

Transfer Students.......................................................................................... 28

Campus Selection ......................................................................................... 29

SECTION IV: ACADEMIC AND PROFESSIONAL POLICIES AND PROCEDURES........... 29

ACADEMIC PERFORMANCE CRITERIA .............................................................. 29

Quality Point Average................................................................................... 29

Grading........................................................................................................ 29

Course Evaluation ........................................................................................ 29

Grade Appeals Process.................................................................................. 29

PROFESSIONAL PERFORMANCE CRITERIA ....................................................... 29

Academic Integrity ....................................................................................... 30

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Professional Values and Behaviors ................................................................ 30

Professional Performance Policies ................................................................. 31

Probation and Dismissal ............................................................................... 31

Appeals Process ........................................................................................... 32

Readmission................................................................................................. 32

STUDENT RIGHTS AND RESPONSIBILITIES………………………………………32

University Level…………………………………………………………………32

Program Level…………………………………………………………………...32

STUDENT PARTICIPATION IN THE FORMULATION AND

MODIFICATION OF POLICY ................................................................................. 33

MSW Committees ........................................................................................ 33

Student Organizations ................................................................................... 33

SECTION V: ADVISING POLICIES AND PROCEDURES .................................................. 34

PREADMISSION ADVISEMENT ............................................................................ 34

ORIENTATION ....................................................................................................... 34

ACADEMIC AND PROFESSIONAL ADVISEMENT............................................... 34

SECTION VI: ADDITIONAL INFORMATION .................................................................... 34

LICENSURE ........................................................................................................... 35

UNIVERSITY STUDENT SERVICES ...................................................................... 35

Title IX…………………………………………………………………………..35

REFERENCES......................................................................................................... 35

FACULTY AND STAFF .......................................................................................... 37

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SECTION I: MU-SU MSW PROGRAM

COLLABORATION

The Millersville University-Shippensburg University MSW Program (MU-SU MSW) is the first

collaborative social work program that is part of the Pennsylvania State System of Higher

Education. The program was designed to utilize the expertise of faculty in two regional state

universities to bring quality affordable masters level social work education to the South Central

region of Pennsylvania. The program has two sites, and students are able to get the total

curriculum at each site. The MU-SU MSW program is accredited by the Council on Social Work

Education.

The joint Master of Social Work (MSW) Program relies upon collaboration of all stakeholders,

building upon the similarities of the two universities and the strengths and history of

accomplishments of Millersville and Shippensburg Universities’ respective social work

departments. Both public universities were founded in the second half of the 19 th century; today

each serves nearly 8,000 students. Both recently ranked in the top 100 by Kiplinger’s Personal

Finance magazine, which ranks schools offering first-class educations at reasonable prices.

ADVANCED GENERALIST

Social workers in the South Central region of Pennsylvania need to be prepared to work in rural

areas and in the inner neighborhoods of small cities where they often are called upon to perform

a wide range of roles and to address multiple problems at all levels of intervention. This need had

already been recognized by both MU and SU social work departments, which have baccalaureate

programs with a generalist perspective. The generalist perspective, as described by Sheafor and

Horejsi (2003), enables social work practitioners to draw upon many theories and models to

develop the most suitable interventions with client systems at the micro, mezzo, and macro levels

of practice. With a broad range of knowledge and skills, these generalist practitioners are able to

assume a variety of roles and move with minimal difficulty from one field of practice to another.

Advanced generalists, as described by Derezotes (1999) have greater knowledge and higher skill

levels that enable them to address more severe human and organizational problems and to

supervise and administer programs, guiding the work of others. The crux of generalist practice,

whether entry-level or advanced, involves the person-situation-environment. Generalist practice

is guided and informed by commitment to the achievement of social justice for all people. Social

workers recognize that all people possess strengths and can be empowered as full partners in the

change process.

Seeking to prepare competent and effective generalist practitioners at the foundation level, the

MU-SU faculty drew upon the competencies list described by Schatz, Jenkins, and Sheafor

(1990) and summarized by Morales & Sheafor (2004) that states to competently practice, a

generalist social work practitioner must be able to:

“Engage in interpersonal helping

Manage change processes

Use multilevel intervention modes

Intervene in multi-sized systems

http://www.passhe.edu/Pages/default.aspx

http://www.passhe.edu/Pages/default.aspx

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Perform varied practice roles

Assess/examine his or her practice

Function within a social agency” (p.39).

A review of the literature provides consistent descriptions of generalist practice at the advanced

level, including how it builds upon and is different from the foundation generalist level and the

competencies that distinguish generalist practitioners at the initial level from the advanced level.

Daley and Avant (2004) state that “Advanced generalist practice builds on the generalist

foundation …but is characterized by greater depth, breadth, and autonomy as demonstrated

through specialized knowledge across problem areas, populations-at-risk and practice settings,

with a greater selection of diverse interactions across practice levels” (p. 40).

SOCIAL WORK EDUCATION

The MU-SU MSW Program faculty looks to the Council on Social Work Education (CSWE)

Educational Policies and Accreditation Standards (EPAS) to guide it in developing a quality

social work graduate program. The CSWE EPAS Statement of Purpose defines the purpose of

social work, and the role of social work education: “The purpose of the social work profession is

to promote human and community well-being. Guided by a person-in environment framework, a

global perspective, respect for human diversity, and knowledge based on scientific inquiry, the

purpose of social work is actualized through its quest for social and economic justice, the

prevention of conditions that limit human rights, the elimination of poverty, and the

enhancement of the quality of life for all persons, locally and globally…Social work

education…shapes the profession’s future through the education of competent professionals, the

generation of knowledge, the promotion of evidence-informed practice through scientific

inquiry, and the exercise of leadership within the professional community.” (CSWE, 2015, p. 5).

PROGRAM MISSION

The mission of the joint MU-SU MSW Program is to provide accessible social work graduate

education in the South Central region of Pennsylvania. We prepare students to be effective

advanced generalist practitioners, committed to the purpose and values of the social work

profession.

PROGRAM GOALS

The MU-SU MSW Program seeks to

1. Prepare students for competent advanced generalist practice through the acquisition and

demonstration of social work performance indicators consistent with

CSWE educational policy and accreditation standards.

2. Prepare students with the specialized knowledge and skills for social work practice with

client systems to resolve problems and facilitate change within the boundaries of ethical

practice and with attention to the profession's commitment to social justice and human

rights.

https://www.cswe.org/Home.aspx

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3. Encourage students' commitment to continued professional development and lifelong

learning by providing opportunities for community engagement and real life learning

experiences.

The MU-SU MSW Program goals are derived from the joint mission and from the Statement of

Purpose of the CSWE EPAS document. Program Goal 1 addresses the first part of the mission: The mission of the joint MU-SU MSW Program is to provide accessible social work graduate

education in the South Central region of Pennsylvania. We prepare students to be effective

advanced generalist practitioners... The 2015 EPAS bases measurement of social work

education on nine core competencies, with each competency further operationalized in a set of

corresponding performance indicators. Goal 2 addresses the second part of the mission committed to the purpose and values of the social work profession, and Program Goal 3 seeks

to extend the mission through professional development and lifelong learning initiatives of the

program.

CORE COMPETENCIES

The MU-SU mission and goals are implemented through the application of the core

competencies and attendant performance indicators as outlined in Educational Policy 1.0 –

Program Mission and Goals of the CSWE 2015 EPAS document, as well as the leadership and

service and professional development activities undertaken by faculty, students, and alumni

(CSWE, 2015). The curriculum is built from the foundation core competencies and performance

indicators, and from the specialization performance indicators, which “incorporate all of the core

competencies augmented by knowledge and performance indicators specific to [the advanced

generalist] specialization (CSWE, 2015, p. 12), consistent with Educational Policy M2.1. The

program assesses the attainment of competencies consistent with Accreditation Standard 4.0

(CSWE, 2015, p.19).

MSW Curriculum Competencies and Performance Indicators

The MU-SU MSW program has adopted the core competencies and performance indicators as

defined in the CSWE 2015 EPAS at the foundation level. Performance indicators specific to the

specialization, consistent with Educational Policy M2.1, have been designed and adopted by the

faculty to address the core competencies at the specialized practice level in the specialized year

of study. Each core competency is identified below followed by the foundation year performance

indicators (designated as PBF) and the specialized practice performance indicators (designated as

PBC).

Foundation Competencies

Competency 1: Demonstrate Ethical and Professional Behavior Social workers understand the value base of the profession and its ethical standards, as well as

relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social

workers understand frameworks of ethical decision-making and how to apply principles of critical

thinking to those frameworks in practice, research, and policy arenas. Social workers recognize

personal values and the distinction between personal and professional values. They also

understand how their personal experiences and affective reactions influence their professional

judgment and behavior. Social workers understand the profession’s history, its mission, and the roles

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and responsibilities of the profession. Social Workers also understand the role of other professions

when engaged in inter-professional teams. Social workers recognize the importance of life-long

learning and are committed to continually updating their skills to ensure they are relevant and

effective. Social workers also understand emerging forms of technology and the ethical use of

technology in social work practice.

PBFs:

Social workers:

• make ethical decisions by applying the standards of the NASW Code of

Ethics, relevant laws and regulations, models for ethical decision-

making, ethical conduct of research, and additional codes of ethics as

appropriate to context;

• use reflection and self-regulation to manage personal values and maintain

professionalism in practice situations;

• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

• use technology ethically and appropriately to facilitate practice outcomes; and

• use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human

experience and are critical to the formation of identity. The dimensions of diversity are understood

as the intersectionality of multiple factors including but not limited to age, class, color, culture,

disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital

status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign

status. Social workers understand that, as a consequence of difference, a person’s life experiences

may include oppression, poverty, marginalization, and alienation as well as privilege, power, and

acclaim. Social workers also understand the forms and mechanisms of oppression and

discrimination and recognize the extent to which a culture’s structures and values, including social,

economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege

and power.

PBFs:

Social workers:

• apply and communicate understanding of the importance of diversity and

difference in shaping life experiences in practice at the micro, mezzo, and

macro levels;

• present themselves as learners and engage clients and constituencies as experts of their

own experiences; and

• apply self-awareness and self-regulation to manage the influence of

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personal biases and values in working with diverse clients and

constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental

human rights such as freedom, safety, privacy, an adequate standard of living, health care, and

education. Social workers understand the global interconnections of oppression and human rights

violations, and are knowledgeable about theories of human need and social justice and strategies to

promote social and economic justice and human rights. Social workers understand strategies

designed to eliminate oppressive structural barriers to ensure that social goods, rights, and

responsibilities are distributed equitably and that civil, political, environmental, economic, social,

and cultural human rights are protected.

PBFs:

Social workers:

apply their understanding of social, economic, and environmental

justice to advocate for human rights at the individual and system

levels; and

engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in

advancing a science of social work and in evaluating their practice. Social workers know the principles

of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social

workers understand that evidence that informs practice derives from multi-disciplinary sources and

multiple ways of knowing. They also understand the processes for translating research findings into

effective practice.

PBFs:

Social workers:

• use practice experience and theory to inform scientific inquiry and research;

• apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

• use and translate research evidence to inform and improve practice, policy, and service

delivery.

Competency 5: Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and

services, are mediated by policy and its implementation at the federal, state, and local levels. Social

workers understand the history and current structures of social policies and services, the role of

policy in service delivery, and the role of practice in policy development. Social workers

understand their role in policy development and implementation within their practice settings at the

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micro, mezzo, and macro levels and they actively engage in policy practice to effect change within

those settings. Social workers recognize and understand the historical, social, cultural, economic,

organizational, environmental, and global influences that affect social policy. They are also

knowledgeable about policy formulation, analysis, implementation, and evaluation.

PBFs:

Social workers:

• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

• assess how social welfare and economic policies impact the delivery of and access to social

services;

• apply critical thinking to analyze, formulate, and advocate for policies that

advance human rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive

process of social work practice with, and on behalf of, diverse individuals, families, groups,

organizations, and communities. Social workers value the importance of human relationships.

Social workers understand theories of human behavior and the social environment, and critically

evaluate and apply this knowledge to facilitate engagement with clients and constituencies,

including individuals, families, groups, organizations, and communities. Social workers understand

strategies to engage diverse clients and constituencies to advance practice effectiveness.

Social workers understand how their personal experiences and affective reactions may impact their

ability to effectively engage with diverse clients and constituencies. Social workers value principles

of relationship-building and inter-professional collaboration to facilitate engagement with clients,

constituencies, and other professionals as appropriate.

PBFs:

Social workers:

• apply knowledge of human behavior and the social environment, person-in-environment, and

other multidisciplinary theoretical frameworks to engage with clients and constituencies;

and

• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and

constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive


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organizations, and communities. Social workers understand theories of human behavior and the

social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients

and constituencies, including individuals, families, groups, organizations, and communities. Social

workers understand methods of assessment with diverse clients and constituencies to advance

practice effectiveness. Social workers recognize the implications of the larger practice context in the

assessment process and value the importance of inter-professional collaboration in this process. Social

workers understand how their personal experiences and affective reactions may affect their assessment

and decision-making.

PBFs:

Social workers:

• collect and organize data, and apply critical thinking to interpret information from clients and constituencies;


other multidisciplinary theoretical frameworks in the analysis of assessment data from

clients and constituencies;

• develop mutually agreed-on intervention goals and objectives based on the critical

assessment of strengths, needs, and challenges within clients and constituencies; and

• select appropriate intervention strategies based on the assessment, research knowledge,

and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive


organizations, and communities. Social workers are knowledgeable about evidence-informed

interventions to achieve the goals of clients and constituencies, including individuals, families, groups,

organizations, and communities. Social workers understand theories of human behavior and the social

environment, and critically evaluate and apply this knowledge to effectively intervene with clients and

constituencies. Social workers understand methods of identifying, analyzing and implementing

evidence-informed interventions to achieve client and constituency goals. Social workers value the

importance of inter- professional teamwork and communication in interventions, recognizing that

beneficial outcomes may require interdisciplinary, inter- professional, and inter-organizational

collaboration.

PBFs:

Social workers:

• critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;


other multidisciplinary theoretical frameworks in interventions with clients and

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constituencies;

• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

• facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive


organizations and communities. Social workers recognize the importance of evaluating processes and

outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand

theories of human behavior and the social environment, and critically evaluate and apply this

knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods

for evaluating outcomes and practice effectiveness.

PBFs:

Social workers:

• select and use appropriate methods for evaluation of outcomes;


other multidisciplinary theoretical frameworks in the evaluation of outcomes;

• critically analyze, monitor, and evaluate intervention and program processes and

outcomes; and

• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro level.

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Specialization Competencies

Competency 1: Demonstrate ethical and professional behavior.

Practitioners in advanced generalist social work model ethical standards of professional behavior

at all levels of practice. Advanced generalist social workers articulate and advocate for social

work values and ethics in practice, research, and policy arenas. Practitioners in advanced

generalist social work demonstrate enhanced professional judgment and behavior.

PBCs:

Model professional demeanor in behavior and all modes of communication.

Consistently model conscious use of self, self-reflection, and self-correction in practice.

Advocate with and/or on behalf of clients for access to services.

Provide supervision and consultation to guide other professional social workers.

Provide leadership in resolving complex ethical dilemmas by applying the standards of

the NASW Code of Ethics, relevant laws and regulations, models of ethical decision-

making.

Develop a plan for continuing professional education and development.

Competency 2: Engage diversity and difference in practice.

Practitioners in advanced generalist social work are knowledgeable about many forms of

diversity and demonstrate an advanced understanding of how diversity and difference are critical

to the formation of identify. They understand that dimensions of diversity exist in a context of

intersectionality and that factors include but are not limited to age, class, color, culture, disability

and ability, ethnicity, gender, gender identity and expression, immigration status, and

relationship status. Advanced practice social workers recognize that, as a consequence of

difference, a person’s life experiences may include oppression, poverty, marginalization, and

alienation, as well as privilege, power, and acclaim, and apply this recognition in their practice.

Practitioners in advanced generalist social work demonstrate their understanding of the forms

and mechanisms of oppression and discrimination, and a recognition of the extent to which a

culture’s structures and values, including social, economic, political, and cultural exclusions,

may oppress, marginalize, alienate, or create privilege and power. Advanced generalist social

workers understand that differences influence professional relationships and understandings of

social problems at all levels of practice. They critique, synthesize, and differentially apply

human behavior and social theories to guide advanced generalist practice and recognize how

practice choices on all levels are shaped by cultural context. Advanced generalist social workers

apply research knowledge of diverse populations to enhance client well-being, work effectively

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with diverse populations, and identify and use practitioner/client differences and life experiences

from a strengths perspective.

PBCs

Critique, synthesize, and differentially apply human behavior and social theories to guide

advanced generalist practice and recognize how practice choices on all levels can be

influenced by cultural context

Model anti-oppressive practice and critically evaluate the impact of culture, privilege,

and oppression, on one’s personal and professional behavior.

Provide leadership and actively promote opportunities for diverse perspectives and

participation of diverse constituencies.

Adapt interventions in culturally responsive ways that challenge oppressive systems and

that show recognition of issues of intersectionality at the micro, mezzo, and macro levels.

Competency 3: Advance human rights and social, economic, and environmental justice.

Advanced generalist social workers articulate a framework of fundamental human rights such as

freedom, safety, privacy, and an adequate standard of living.. Practitioners in advanced

generalist social work critically apply knowledge about oppression, historical trauma, and human

rights violations in the lives of clients at all levels of practice, incorporating global

interconnections, as well as theories of human need and social justice. They actively promote

social and economic justice and human rights at all levels of practice. Advanced generalist social

workers challenge the structures that perpetuate oppression and embrace the obligation to

advance human rights and foster social, economic, and environmental justice. They advocate for

policies to ensure that social goods, rights, and responsibilities are distributed equitably.

PBCs:

Appraise how mechanisms of oppression and discrimination affect client populations.

Utilize an integrative, anti-oppressive perspective to promote human rights as well as

equitable access to services and resources for vulnerable groups.

Design and implement strategies to advance social, economic, and environmental justice

across system levels.

Competency 4: Engage In practice-informed research and research-informed practice.

Advanced generalist social workers understand and apply quantitative and qualitative research

methods to advance the science of social work and practice across diverse populations and

settings. They know and apply the principles of logic, scientific inquiry, and culturally-informed

and ethical approaches to building knowledge. Advanced generalist social workers understand

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and demonstrate that evidence-informed practice derives from multi-disciplinary sources and

multiple ways of knowing. They demonstrate the processes for translating research findings into

their area of practice, and apply ethical and culturally responsive/relevant research methods to

generate data from practice settings and to evaluate social policies and programs.

PBCs:

Critically evaluate and utilize theoretical and empirical research relevant to the problems

and/or populations addressed in the specialization.

Conduct practice in a recursive and research-informed manner that includes constant

assessment while implementing interventions in social work settings.

Translate practice knowledge in order to contribute to scientific inquiry.

Competency 5: Engage in policy practice to advance social and economic well-being and to

deliver effective social work services.

Advanced generalist social workers demonstrate a developed understanding that human rights,

social justice, social welfare, and services are mediated by policy and its implementation at the

federal, state, and local levels. They understand the history and current structures of social

policies and services, the role of policy in service delivery, and the role of practice in policy

development. Advanced generalist social workers understand, demonstrate, and engage policy

development and implementation within their areas of practice at the micro, mezzo, and macro

levels to affect change within those settings. They recognize and understand the historical, social,

cultural, economic, organizational, environmental, and global influences that affect social policy.

They also demonstrate advanced levels of knowledge about policy formulation, analysis,

implementation, and evaluation.

PBCs:

Demonstrate an advanced understanding of the ways in which human rights, social

justice, social welfare, and services are mediated by policy.

Evaluate, formulate, and advocate for policies that advance outcomes relevant to practice

at all levels.

Demonstrate collaboration with clients, colleagues, and other constituencies for policy

action.

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Competency 6: Engage with individuals, families, groups, organizations, and communities.

Advanced generalist social workers understand and demonstrate that engagement is an ongoing

component of the dynamic and interactive processes of social work practice with, and on behalf

of, diverse individuals, families, groups, organizations, and communities. Practitioners in

advanced generalist social work value the importance of human relationships and engage with

individuals, families, groups, organizations, and communities in a client-centered, strengths-

based perspective that builds rapport through affirmation of the client’s perspective and goals.

Advanced generalist social workers understand theories of human behavior and the social

environment, and critically evaluate and apply this knowledge to facilitate engagement with

clients and constituencies. They use differential engagement skills in preparing for interaction

with multiple systems in a culturally responsive manner. Advanced generalist social workers

demonstrate a full understanding of how their personal experiences and affective reactions may

impact their ability to engage effectively with diverse clients and constituencies.

PBCs:

Use differential engagement skills for empathy, reflection, and use of self to engage

effectively diverse clients and constituencies in complex practice situations.

Model effective engagement practices that mitigate personal biases and professional

values to build productive rapport with client systems.

Competency 7: Assess individuals, families, groups, organizations, and communities.

Practitioners in advanced generalist social work assess individuals, families, groups,

organizations and communities using a multi-level, ecological approach to identify the locus of

intervention targets. Advanced generalist social workers apply and demonstrate disciplined

theoretical eclecticism, a complex analysis of human development and life-cycle issues, as well

as relevant policy, environmental, and structural issues within a strengths-based assessment of

personal and social change potential. They engage in cross-discipline collaboration and utilize

methods of assessment appropriate to their focus area to advance practice effectiveness.

Advanced generalist social workers demonstrate an understanding of how their personal

experiences and affective reactions may influence their assessment and decision-making.

PBCs:

Collect and critically synthesize multiple points of assessment information (HBSE and

other multidisciplinary theory, data from assessment tools, practice experiences, diverse

client characteristics, research findings, interviews, etc.) to create a comprehensive

assessment.

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Identify, evaluate, select, and potentially modify assessment tools, methods, and

approaches in advanced practice with consideration for the needs, backgrounds, and

social characteristics of clients and constituencies.

Competency 8: Intervene with individuals, families, groups, organizations, and

communities.

Practitioners in advanced generalist social work differentially apply multiple types of

intervention strategies using culturally grounded approaches with individuals, families, groups,

organizations and communities. Advanced generalist social workers use and critically analyze

multiple theoretical perspectives and evidence-informed practices and policies across levels of

intervention to enhance client system health and well-being.

PBCs:

Critically assess and apply appropriate intervention strategies in response to client

systems’ unique circumstances and needs.

Design an intervention strategy based upon assessment data at multiple system levels.

Provide the social work perspective to inter-professional teams with the ability to

collaboratively design interventions.

Competency 9: Evaluate practice with individuals, families, groups, organizations, and

communities.

Advanced generalist social workers recognize the importance of ongoing evaluation in the

dynamic and interactive processes of social work practice with, and on behalf of, diverse

individuals, families, groups, organizations, and communities. They are knowledgeable about

various methods of evaluating outcomes and practice effectiveness and incorporate their

knowledge of theories of human behavior and the social environment when evaluating both

process and outcomes. Advanced generalist social workers employ qualitative and quantitative

methods as appropriate for evaluating outcomes and practice effectiveness.

PBCs:

Identify appropriate evaluation methods to assess interventions.

Use appropriate tools and technology in an ethical manner to facilitate accurate data

management, both in the evaluation of the process and outcomes of interventions.

Use self-reflection, supervision, and research methods to regularly evaluate and, if

necessary, modify practice.

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SECTION II: CURRICULUM

The curriculum prepares students to meet the core competencies and our program goals. The

MU-SU MSW foundation curriculum content addresses social work values and ethics, diversity,

populations-at-risk and social, economic, and environmental justice, human behavior in the

social environment, social welfare policy and services, social work practice, research, and field

education. The knowledge and skills gained in the foundation year are built upon in the

specialization year, as described in the following sections.

THE COUNCIL ON SOCIAL WORK EDUCATION AND ACCREDITATION

The MU-SU MSW program is designed based on the educational standards developed by the

Council on Social Work Education (CSWE). CSWE is the accrediting body for both BSW and

MSW social work programs in the United States. As stated by CSWE (2015, p. 5) “EPAS

supports academic excellence by establishing thresholds for professional competence. It permits

programs to use traditional and emerging models and methods of curriculum design by balancing

requirements that promote comparable outcomes across programs with a level of flexibility that

encourages programs to differentiate.”

In January of 2007 the MU-SU MSW program was granted candidacy in the CSWE

accreditation process. This was a first major step in a four year process involving submission

and review of accreditation documents and a draft self-study and visits from the commissioner

and a site visit team. In 2010, the program was granted full accreditation by the Council on

Social Work Education.

While each program has a unique way of meeting the essential educational requirements

articulated by CSWE Education Policy, its accreditation standards must be met in a program’s

design, implementation, and evaluation. The CSWE Educational Policy and accreditation

standards may be found at the Council on Social Work Education Web site: www.cswe.org

18

FOUNDATION CURRICULUM As described by CSWE, “Social work education is grounded in the liberal arts, which provides

the intellectual basis for the professional curriculum and informs its design. Using a competency-

based education framework, the explicit curriculum prepares students for professional practice at

the baccalaureate and master’s levels” (CSWE, 2015, p. 11). The MU-SU MSW Foundation

curriculum requires and builds upon a liberal arts base including sociology, psychology,

economics, political science, statistics, and human biology. The foundation courses include

content in human behavior in the social environment, social welfare policies and services,

research, social work practice at the micro, mezzo, and macro levels, and field education. The

courses address each of the nine core competencies in accordance with Program Goal 1.

COURSE LISTING (course descriptions can be found in the university catalogues

http://www.ship.edu/Catalog/Graduate_Catalogs/Graduate_Catalog/ and

http://www.millersville.edu/~gcatalog/index.pdf) SWK/SOWK 501: Principles and Philosophies of Social Work – 3 credits

SWK/SOWK 505: Social Work Practice with Diverse Populations – 3 credits

SWK/SOWK 510: Human Behavior in the Social Environment I – 3 credits

SWK/SOWK 511: Human Behavior in the Social Environment II– 3 credits

SWK/SOWK 515: Social Welfare Policy – 3 credits

SWK/SOWK 520: Micro/Mezzo Social Work Practice – 3 credits

SWK/SOWK 521: Macro Social Work Practice – 3 credits

SWK/SOWK 525: Research Methods – 3 credits

SWK/SOWK 530/531: Field Practicum I/II – 3 credits each

SPECIALIZATION CURRICULUM The specialization curriculum provides courses that develop students’ ability to practice from an

advanced generalist perspective utilizing skills, values, and knowledge from that framework.

Students complete two semesters of field education, additional social welfare policy and social

work research courses, two courses in advanced practice (micro/mezzo and macro), and at least

three electives in their field of interest that enhance their knowledge and skills for advanced

generalist practice. They are also able to select electives that address individual interests. In the

specialization curriculum, students build upon the foundation curriculum; therefore, no course in

the specialization curriculum may be taken until all foundation courses are completed. The

specialization curriculum extends the core competencies with advanced performance indicators

developed by the faculty in keeping with Educational Policy M2.1 and Program Goal 1.

http://www.ship.edu/Catalog/Graduate_Catalogs/Graduate_Catalog/

http://www.millersville.edu/~gcatalog/index.pdf

19

COURSE LISTING SWK/SOWK 601: Integrative Seminar – 3 credits

(Advanced Standing course)

SWK/SOWK 610: Advanced Micro Practice and Assessment – 3 credits

SWK/SOWK 615: Advanced Social Welfare Policy – 3 credits

SWK/SOWK 620: Advanced Practice with Groups and Families – 3 credits

SWK/SOWK 621: Advanced Macro Social Work Practice – 3 credits

SWK/SOWK 625: Advanced Research Methods – 3 credits

SWK/SOWK 630/631: Advanced Field Practicum I/II – 3 credits each

Specialization Social Work Electives

In addition to the foundation and concentration core requirements, the MU-SU MSW curriculum

requires regular standing students to take a minimum of three electives and advanced standing

students to take a minimum of four electives. These courses provide an opportunity for students

to develop more in depth knowledge and skills to provide service for populations at risk.

Elective courses (3 credits each) are part of the specialization curriculum and provide an

opportunity for students to apply their advanced knowledge and skills to a specific area of

interest.

SWK/SOWK 602: Behavioral Health

SWK/SOWK 603: Gender Issues

SWK/SOWK 604: Health Care

SWK/SOWK 605: Child Welfare

SWK/SOWK 606: School Social Work

SWK/SOWK 607: Emergency Mental Health and Trauma

SWK/SOWK 608: Social Work Administration and Supervision

SWK/SOWK 609: Introduction to Art Therapy

SWK/SOWK 612: Social Work and the Law

SWK/SOWK 611: Mediation in Social Work Practice

SWK/SOWK 613: Children and Youth at Risk

SWK/SOWK 614: Survey Development and Measurement

SWK/SOWK 616: Leadership Dynamics in Social Work Practice

SWK/SOWK 617: Addictions in the Field of Social Work

SWK/SOWK 618: Human Rights in Social Work

SWK/SOWK 619: Global Perspectives in Social Work

SWK/SOWK 622: Military Social Work Practice

SWK/SOWK 623: Narrative Therapy

SWK/SOWK 640-643: Special Topics

SWK/SOWK 691: Independent Study

20

MU-SU MSW PROGRAM STRUCTURE

60 Credit Program The MSW Regular Program requires a total of 60 credits for graduation. A full-time student can

complete the program in two calendar years; a part-time student in four years. The following

charts describe the course schedule for the 60 credit program. Students will go through the

program as a cohort meaning the group that students enter with will take classes together

throughout the program.

Field practicum courses require 400 hours in the foundation year and 500 hours in the

specialized practice. Placements will be arranged with the approval of the Field Co-Coordinator

(see field practicum manual).

Millersville and Shippensburg University

MSW Program

Regular Admission (60 credit program) - Full-Time schedule Foundation - Year I – all courses are 3 credits

Summer Fall Spring

SWK/SOWK 501: Principles

and Philosophies of Social Work

[1st summer term only]

SWK/SOWK 505:

Understanding Social Work

Practice with Diverse

Populations

SWK/SOWK 511: Human

Behavior in the Social

Environment II

SWK/SOWK 510: Human


Environment I

SWK/SOWK 520: Micro/Mezzo

Social Work Practice

SWK/SOWK 521: Macro


SWK/SOWK 525: Research

Methods

SWK/SOWK 515: Social

Welfare Policy

SWK/SOWK 530: Field

Practicum I

SWK/SOWK 531: Field

Practicum II

Concentration - Year II – all courses are 3 credits

Summer Fall Spring

SWK/SOWK 610: Advanced

Micro Practice and Assessment

[offered both terms]


Social Work Practice with

Groups and Families

Elective


Research Methods


Social Welfare Policy

Elective Elective SWK/SOWK 621: Advanced

Macro Social Work Practice


Field Practicum I


Field Practicum II

There are two summer sessions of 6 weeks each - one begins in May and one begins in July.

21

Millersville and Shippensburg University

MSW Program

Regular Admission (60 credit program) - Part-Time Schedule

Foundation - Year I

Summer Fall Spring

SWK/SOWK 501: Principles

and Philosophies of Social Work

[1st summer term only]

SWK/SOWK 505:

Understanding Social Work


Populations

SWK/SOWK 511: Human


Environment II

SWK/SOWK 510: Human


Environment I


Methods


Welfare Policy

Foundation - Year II

Summer Fall Spring

Elective SWK/SOWK 520: Micro/Mezzo


SWK/SOWK 521: Macro


SWK/SOWK 530: Field

Practicum I

SWK/SOWK 531: Field

Practicum II

Concentration - Year III

Summer Fall Spring





Research Methods



Elective Elective

Concentration - Year IV

Summer Fall Spring

Elective SWK/SOWK 620: Advanced


Groups and Families

SWKSOWK 621: Advanced



Field Practicum I


Field Practicum II

There are two summer sessions of 6 weeks each - one begins in May and one begins in July.

22

36 Credit Program – Advanced Standing Students will be considered for the 36 credit program if they have a baccalaureate degree in the

last eight (8) years from a Council on Social Work Education (CSWE) accredited social work

program with an overall GPA of 3.0 and a major GPA of 3.25 or higher on a 4.0 scale. If a

student has attended more than one undergraduate institution, all undergraduate GPAs will be

used in the calculation of the overall GPA.

Students who meet the requirements for advanced standing (AS) admission in the program will

complete 36 credits for graduation. This includes SWK/SOWK 601 Integrative Seminar to assist

the BSW graduate to prepare for the specialized practice curriculum. A full-time student can

complete the advanced standing program in one calendar year; a part-time student in two years.

Students will go through the program as a cohort.

MILLERSVILLE AND SHIPPENSBURG UNIVERSITIES MASTER OF SOCIAL WORK PROGRAM

Advanced Standing - 36 credits (all courses are 3 credits)

Full-Time Schedule

Summer – only 2 courses in

any one summer term

Fall – Spring -

SWK/SOWK 601: Integrative

Seminar [1st summer term only]



Groups and Families

Elective


Research Methods



Elective







Field Practicum

SWK/SOWK 631:Advanced

Field Practicum II

There are two summer sessions one begins in May and one begins in July.

23

Part-Time Schedule Year I

Summer – Fall – Spring -


Seminar [1st summer term only]


Research Methods





Elective Elective

Year II

Summer – Fall - Spring -

Elective



Groups and Families




Field Practicum I ( 3 credits)

SWK/SOWK 631:Advanced

Field Practicum II (3 credits)

* Students may elect to take two summer courses in Year II – SWK 610 and elective.

There are two summer sessions one begins in May and one begins in July.

Master of Social Work & Master of Science in Emergency Management (MSEM)

Beginning in the 2014-15 academic year, the MU-SU MSW graduate program developed a dual

degree that is offered through a collaboration between MU’s School of Social Work and Center

for Disaster Research and Education. Emerging trends in social work point to this need as a

result of the impact of traumatic events such as 9-11, Hurricanes Katrina in New Orleans (2005),

Superstorm Sandy in NJ (2012), Harvey in Texas (2017), Irma in Florida (2017), Jose in the

Caribbean (2017), and Maria in Puerto Rico (2017). Each of these storms, devastated entire

communities, costing billions of dollars and innumerable person losses. Communities lost

electricity, potable drinking water, and access to emergency services for weeks to months. This

trauma and its impact on the environment, the physical and mental health of individuals and

communities, and the financial consequences for the state and federal government creates the

necessity for social workers to assist and lead in this critical and emerging trend of emergency

management. Social work offers research informed practice interventions in relation to

emergency management and response, specifically in the fields of mental health and trauma.

This dual degree is an exciting option for our foundation level students. Details regarding the

application process can be found online at: http://www.millersville.edu/socialwork/msw-msem-

dual-degree.php. The curriculum map follows.

http://www.millersville.edu/socialwork/msw-msem-dual-degree.php

http://www.millersville.edu/socialwork/msw-msem-dual-degree.php.

http://www.millersville.edu/socialwork/msw-msem-dual-degree.php.

24

Year 1 (Foundation Curriculum)

Summer Fall Spring

SWK/SOWK 501: Principles &

Philosophies of Social Work

SWK/SOWK 505: Social Work


Populations

SWK/SOWK 511: Human


Environment II

SWK/SOWK 510: Human


Environment I


Methods


Welfare Policy

SWK/SOWK 520:

Micro/Mezzo Social Work

Policy

SWK/SOWK 521: Macro


SWK/SOWK 530: Field

Practicum

SWK/SOWK 531: Field

Practicum II

Year 2 (Dual Degree Completion)

Summer Fall Spring



EMGT 601: Principles &

Practices of Emergency

Management

EMGT 616: Terrorism,

Weapons of Mass Destruction &

Homeland Security

SOWK Elective (607 or other) SWK/SOWK 625: Advanced

Research Methods




Seminar (Advanced Standing

Only)

EMGT 603: Technical &

Professional Writing for

Emergency Management

EMGT 617: Emergency

Management Issues in

Communication & Mass Media

(offered even years only)

SOWK Elective or EMGT 607:

Emergency Mental Health &

Trauma

Year 3 (Dual Degree Completion)

Summer Fall Spring

EMGT 618: Humanitarian

Responses to International

Disasters

EMGT 605: Social Dimensions

of Disaster

EMGT 619: Emergency

Management Planning

EMGT 614: Natural Hazards

Primer (also offered in Winter

Session)

SOWK 620: Advanced Practice

with Groups and Families

SOWK 621: Advanced Macro

Social Practice

SOWK 630: Advanced Field

Practicum I

SOWK 631: Advanced Field

Practicum II

25

TECHNOLOGY AND THE MU-SU MSW PROGRAM

Technology is used to enhance our program. All of our courses have a blended format; some

online work is required. Students entering the program should be aware of prominence of

technology in our program and be prepared to learn utilizing the technology available.

A comprehensive online learning management system (LMS), which is called D2L, supports

learning in all of our MSW classes. The LMS provides students with password protected access

to the course assignments, discussion board, syllabus, announcements from the professor, email,

grades, and other course components from any computer that is internet ready. The use of the

LMS varies by course, from a small part of the course, to major portions including exams,

presentations and major discussions. All students will need to learn how to use the LMS

effectively. Training in the use of the LMS is provided at each campus. Students are expected to

come to the program with basic computer skills and understanding of how to use the internet.

Students should have primary access to a computer during their time in the program.

We increase our course offerings by capitalizing on diverse faculty expertise and utilizing

videoconferencing and other distance learning strategies. Specifically, to respond to student

interest and changes in the field, faculty endeavor to offer a robust selection of electives. Faculty

across campuses teach the electives and use videoconferencing to ensure that they are available

to all of our MSW students. Each campus has a well-equipped video conferencing room, which

broadcasts an interactive session using visual and audio equipment. At Millersville, the Digital

Learning Studio can assist with technology needs. Microphones in the classrooms permit

communication between the two classrooms. Some electives offered are 100% online.

Additionally, some electives are offered at the Dixon Center, a state-of-the-art facility that is part

of the state education system and that offers a convenient half-way point between the two

campuses.

SECTION III: ADMISSION POLICIES AND PROCEDURES

Admission to the MU-SU MSW program is a competitive process. All applications are reviewed

by the program admissions committee which consists of at least 2 faculty members from each

campus. The MU-SU MSW program is a cohort program. Students who are accepted to the

program begin studies during the month of May. Students may not enter the program at any

other time of the year.

ADMISSION REQUIREMENTS

Grade Point Average Applicants must have earned a bachelor’s degree with a minimum cumulative grade point

average of 2.8 on a 4.0 scale from a regionally accredited undergraduate institution. If a student

has attended more than one undergraduate institution, all undergraduate GPAs will be used in the

calculation of the overall GPA.

Provisional Admission In exceptional cases, applicants who lack the required grade point average but whose other

qualifications are outstanding may be admitted on a provisional basis. Applicants admitted

provisionally must earn a 3.0 grade point average by the end of the first twelve credits.

http://www.dixonuniversitycenter.org/

http://millersville.edu/socialwork/msw/index.php

https://www.ship.edu/Social_Work/MSW/MSW_Prospective_Student_info/

26

Examinations All applicants who do not meet the minimum GPA of 2.80 must take either the Millers

Analogies Test (MAT) or the General Graduate Record Exam (GRE) as part of the admission

process. Scores must not be more than five years old at the time of application. Both MU and SU

are official MAT testing sites. To find the location of GRE testing, contact the Graduate Studies

and Adult Learning office at MU or SU. There is no specific minimum score that is required for

admission to the MU-SU MSW program. The exam is one of several factors considered in the

admissions process.

Liberal Arts Foundation Courses Applicants must demonstrate that they have successfully completed coursework or equivalency

in each of the following areas: Human Biology, Economics, Government/Political Science,

Psychology, Sociology/Anthropology, and Statistics. Human Biology, Psychology, and

Sociology/Anthropology are pre-requisites for SWK/SOWK 510: Human Behavior in the Social

Environment. Government/Political Science is a pre-requisite for SWK/SOWK 515: Social

Policy. Economics is a pre-requisite for SWK/SOWK 615: Advanced Social Policy. Statistics is

a pre-requisite for SWK/SOWK 625: Advanced Social Work Research. If there are deficiencies,

applicants will be admitted provisionally until all deficiencies are removed. Deficiencies must be

removed prior to the beginning of the specialized practice year of study.

Students who need to meet liberal arts foundation course deficiencies may do so through any of

several methods. An undergraduate course which addresses the foundation material may be taken

at the student’s home campus or through a community college. If students have a question as to

whether a particular course is appropriate, the student should consult with his or her advisor or

the program co-director for the student’s home campus. Students may also sit for the

corresponding College Level Examination Program (CLEP) test that addresses the course

deficiency. Finally, for some liberal arts foundation requirements, the faculty have developed

short-term workshops (usually two to three days long) that address the material in an intensive

fashion. These “boot camps” are usually offered either in the summer or in winter terms, and

announcements are sent out well in advance. The boot camps do not offer college credit, but the

faculty do accept them as meeting the liberal arts foundation requirement because students

demonstrate competency in the content area. They are generally much less expensive than taking

a full course in the subject. Students needing to meet a liberal arts foundation deficiency should

consult with their advisor or the program co-director to determine the best way to meet their

requirements.

Advanced Standing Program Students will be considered for the Advanced Standing program if they have a baccalaureate

degree earned in the last eight (8) years from a Council on Social Work Education (CSWE)

accredited social work program with an overall GPA of 3.0 and a major GPA of 3.25 or higher

on a 4.0 scale and a recommendation from the Program Director or designee of their BSW

Program. The Recommendation for Advanced Standing form is available online or from the

Graduate Admissions Office.

https://www.pearsonassessments.com/postsecondaryeducation/graduate_admissions/mat.html

https://www.ets.org/gre

https://clep.collegeboard.org/

27

Exemption from Foundation (First-Year) Courses Students who do not otherwise qualify for Advanced Standing status may be exempted from

certain foundation courses under strict guidelines as outlined in this section. With the exception

of practice and field instruction courses, students who earned a grade of B or higher within the

past eight (8) years in courses that were part of a CSWE-accredited social work program are

eligible for exemptions from first-year foundation courses with similar content.

Exemptions will reduce the total number of credits a student must earn to graduate. The

Admissions Committee will send a letter notifying the applicant of the exemptions

accompanying the offer of admission letter from the Graduate Studies and Adult Learning

Office.

Waivers All students may apply for waivers from courses when they have already demonstrated

proficiency in the course content with a grade of a B or higher. When requesting consideration

for a waiver, a student must submit a Request for Waiver form and course syllabi to the Program

Co-Director. A waiver will not reduce the number of required credits for graduation but will

allow a student to take a more advanced course or an elective course.

Life Experience This program does not grant academic credit for life or work experience.

Personal and Professional Qualities Applicants must evidence a combination of personal qualities and values that are considered

essential for the professional practice of social work. A personal statement, a comprehensive

resume, and professional references, as described in the following section, are required. The

school may request a personal interview or additional information about an applicant when

necessary to make a fully informed admissions decision.

Personal Statement and Resume Applicants should submit a comprehensive professional resume outlining education, work and

volunteer experiences related to the social work field and other employment related activities.

Work and volunteer experiences should include a notation of the number of hours that the

student participated in the activity as well as the years during which the work or volunteering

took place. Additionally, a four to five-page personal statement must be submitted describing the

following:

1. Events and experiences that led you to apply for a master’s degree in social work as a

profession.

2. How the MSW will further your career goals.

3. Your experiences with issues of diversity in practice and/or life.

Professional References Three professional references are required. One or more of the references must be from a faculty

member, unless the applicant graduated more than five years ago, and one from a social service

28

agency employer or supervisor. The third can be from either a faculty member or a social service

agency employer or supervisor. Applicants who have no volunteer or professional experience in

a social service agency may submit a professional reference from a work supervisor. References

from personal friends or family members are not acceptable for this requirement.

Students applying for Advanced Standing status and whose BSW degree was earned within the

two years prior to the date they would begin graduate studies must have a reference from their

field instructor, or if the field instructor is not available, from their Field Director of their

undergraduate program. This requirement is in addition to the Advanced Standing

recommendation from the student’s BSW Program Director (see “Advanced Standing Program”

section above).

Criminal Record Prior to entering field practicum, students must provide child line clearances, criminal record

checks, and FBI clearances. If you have a criminal record, please be advised that we may not be

able to find you a field placement, which could keep you from completing the MSW Program.

Applicants with criminal records should contact the MSW Program Co- Director prior to

application for additional information.

English as a Second Language International applicants who have English as a second language must present an official Test of

English Foreign Language (TOEFL) score report sent directly to the Graduate Admissions Office

from the Educational Testing Service (ETS).

Transfer Students Students may transfer a total of nine (9) credit hours. All nine may be from another MSW

program, or up to six (6) credits may be from a related field. Graduate credit earned more than

five years prior to the date you begin your graduate program at MU-SU does not qualify for

transfer credits. Students may only transfer credits from other accredited schools provided they

are in good standing in those schools. Courses must be listed on an official transcript with a B or

higher. Courses transferring must be approved by the program. Condensed one-week graduate

courses do not qualify for transfer.

With advance permission of MU-SU MSW Program Co-Coordinator, Department Chair, and the

Faculty Advisor and as part of a planned program, a student may transfer credits from other

graduate programs at MU or SU.

The MU-SU MSW Program Admissions Committee may recommend waiver of the 9 credit

transfer limit to the Dean in the unusual situation where:

1) An applicant has completed social work foundation curriculum courses (maximum 30 credits)

in a graduate program at another CSWE accredited social work program and

2) A careful review of that foundation curriculum indicates that it requires development of the

same knowledge and skills as those required in the MU-SU MSW Program.

https://www.ets.org/toefl

29

It is the applicant’s responsibility to make relevant material available for review. Criteria to be

used for assessing course credit transfer from another accredited MSW program include:

analogous course objectives, similarity of theoretical frameworks, comparable content, texts and

readings, similarity between assignments used to achieve objectives and comparable level of

earned credits in terms of course work. Only courses for which a grade of “B” or better was

obtained are accepted for transfer.

Campus Selection Candidates may choose to apply through either Millersville or Shippensburg University. If all

seats are full at one campus, successful applicants will be given the option to enroll through the

other campus, if seats are available. Applicants desiring admission to a specific campus may also

be placed on a waiting list if all seats are full.

SECTION IV: ACADEMIC AND PROFESSIONAL POLICIES AND

PROCEDURES

Students in a graduate program in social work are simultaneously entering academic and

professional worlds. Therefore, the norms of professional social work practice as well as

program and university academic standards apply.

Academic Performance Criteria Quality point average. Graduate students are expected to maintain satisfactory academic

standing which requires a cumulative QPA of 3.0 (B) or better in the total program of courses.

Grading. The letter grades used in the MU-SU MSW program courses and their

associated grade point values are as follow: A (4.0), A-(3.7), B+ (3.3), B (3.0), B- (2.7), C (2.0)

and F (0.0). Grades of P (Pass) and F (Fail) are used for field practica. In addition, W

(Withdrawal) and I (Incomplete) may be used. Q (Deferred grade) is used on the Shippensburg

campus only.

Course evaluation. Each course syllabus outlines the specific assignments students are

responsible for completing over the semester. The syllabi also provide point systems that are

used to determine grades within each course. This information is provided to students at the

beginning of the semester for each course being taken. The syllabi are posted on the learning

management system (LMS) site for each course so that the information is accessible to the

student from any computer. Faculty members are available to meet with students to further

clarify expectations in individual courses.

Grade appeals process. The grade appeal process at each university is outlined in the

University graduate catalogue that can be found on the Shippensburg website. The Millersville

University appeal policy can also be found on the MU website. The grade appeal process begins

at the departmental level.


http://www.millersville.edu/about/administration/policies/pdf/academics/Academic%20Policy%20-%20Academic%20Appeals.pdf

30

Academic integrity. Students must maintain academic integrity. Students may be subject

to disciplinary action if they use someone else’s work, creating the impression that it is their own

original work, if they make up false information for an academic project, or if they forge

academic credentials or documents. Writing a paper and lifting the content from a book, article,

or internet site without proper citation or failing to paraphrase or restate the content in one’s own

words is called plagiarism. Proper citation must accompany anything other than original thought:

direct quotations, paraphrased or summarized content. The home University Policy on Academic

Dishonesty is also applicable.

Because this program includes a significant amount of online activity, there are additional

academic integrity issues to be considered. It should be understood by all students that only the

student of record is permitted to complete online assignments and submit written work in the

online environment. It is considered an act of academic dishonesty to permit someone else to

submit work that is represented as work that has been completed by the student of record.

Professional Performance Criteria

Social workers and social work students at every level are guided by high standards of

professionalism and a NASW Code of Ethics. The Code of Ethics can be found on the National

NASW website or the NASW Pennsylvania Chapter in both English and Spanish. When

students’ behaviors run counter to these, faculty will implement informal, proactive strategies to

resolve problems. When proactive strategies are ineffective, formal processes (described below)

may be used.

Professional values and behaviors. Behaviors that violate professional values and

behaviors addressed by the NASW Code of Ethics and which have been fully documented by

professor(s) may be addressed through recommendations for professional development plans or a

termination from the program. Examples of behaviors that interfere with performance

expectations and that may be grounds for dismissal from the program include, but are not limited

to:

Non-achievement or less than satisfactory achievement of MSW Student Contract goals in the

field internship.

Behaviors that violate the NASW Code of Ethics in the classroom, field agency, University, or in

the community.

Behaviors that conflict with the professional values and professional role sets of the social work

professional.

Disruptive behaviors constituting a threat to the safety of the student or others.

A pattern of unwillingness to participate in the learning activities of the program.

Inability to communicate effectively, orally or in written form, such that performance is seriously

handicapped.

Additionally, students are expected to diligently work towards adequate or above achievement of

the competencies outlined by CSWE EPAS (2015), which include:

Competency 1: Demonstrate Ethical and Professional Behavior

Competency 2: Engage Diversity and Difference in Practice

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

http://www.socialworkers.org/

http://www.nasw-pa.org/

https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.aspx

https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-Spanish.aspx

31

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Competency 5: Engage in Policy Practice

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Professional Performance Policies

The MU-SU MSW Program reserves the right to dismiss students for failure to maintain

professional standards as outlined above.

Probation. A student may be placed on probation until such time as the concern about

professional behavior has been eliminated or the student is dismissed.

Dismissal. The MU-SU MSW Program reserves the right to dismiss students for failure

to maintain professional standards. Depending on the seriousness of the professional

concerns, the student may be immediately dismissed, without a Professional

Development Plan process.

If a faculty member or school partner identifies a concern, she or he should address the

concern with the student. If informal strategies are not effective faculty should discuss those

concerns with the Program Director on their campus and/or the Department Chair (the Chair of

the student’s “home school” is consulted) to determine if a meeting with the student is

warranted.

If a meeting is warranted, the Program Director will call a meeting to include relevant faculty

(e.g., teaching faculty, advisor, field supervisor, field coordinator).

o Prior to the meeting, students must be notified of the purpose of the meeting and

the nature of the concerns as well as possible outcomes

o The purpose of the meeting is for the student’s professional improvement;

however, failure to be successful with any decisions implemented may have

consequences for how the student will continue in the social work program.

o Students have the right to have advocates present at this meeting and bring forth

any evidence. Further, students have the right to appeal the outcome. See below

for appeal process.

If a professional development plan (PDP) of remediation is developed, it must specify current

deficiencies, goals, and potential consequences for failure. Point-in-time re-evaluation must be

scheduled, and the plan must include an articulation of students’ rights to appeal in case of

failure to meet goals of plan.

o The plan must have a place for Department Chair to sign as well as other relevant

faculty members.

32

o In addition to signing the plan, the student must sign a statement acknowledging

she or he have been informed of their rights.

Evaluation of Professional Development Plan. As outlined on the PDP, the individuals

involved in the development of the PDP will assess whether the student was successful at

meeting the goals. The positive and negative consequences of the evaluation will be put in

writing and articulated to the student as will the student’s right to appeal. Each individual,

including the student, involved in the evaluation process will sign the document.

Appeals Process. The appeals process on each campus follows the University specific policy

on student appeals.

Readmission. Readmission following dismissal for not meeting professional performance

standards is rarely granted. It may be granted if the student presents compelling evidence of some

fundamental change which would demonstrate the ability and willingness to maintain

professional standards.

STUDENT RIGHTS AND RESPONSIBILITIES

University Level

Students’ rights and responsibilities are outlined in the official catalogs of the MU and SU

graduate schools and in the Student Code of Conduct. Students enrolled at MU are guided by

MU policies, and students enrolled at SU are guided by SU policies.

Due to the collaborative nature of the MU-SU MSW program, the two universities share student

information in a variety of ways in order to carry out the business of the program:

1. MU-SU MSW faculty serves jointly on the admissions committee and has access to records

of students applying to the program at both campuses.

2. MU-SU MSW faculty jointly reviews the academic progress of students each semester.

3. When students enroll in a course taught by a professor on the other campus, the home

campus technology staff transfer identifying information about the students, including name

of the student; email address; and university ID numbers, to the other campus in order to

enroll the students in the LMS system at the university of the professor teaching the course.

4. When the professor submits grades for students, the professor gives the name of the students

and the grades to the Registrar at his/her university. The Registrar sends the names and

grades to the Registrar at the school where the students are enrolled and that Registrar posts

the grades to the students’ official transcripts.

Program Level

Students are responsible for knowing program requirements and following established

procedures; programs are responsible for making program and course requirements clear.

Students have the right to appropriate instruction and advisement and the responsibility to

contribute to an environment that maximizes learning and professional development.

http://www.millersville.edu/catalogs/graduate/index.pdf


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STUDENT PARTICIPATION IN THE FORMULATION AND MODIFICATION

OF POLICY

MSW Committees Students participate in program governance through representation at the department meetings

and in MU-SU MSW committees. Graduate student representatives are invited to attend the

School of Social Work committees through invitations posted on the student bulletin board, in

the student lounge area, on D2L, and through e-mails. Students may also participate in the

governance of their universities through opportunities described in the graduate catalogs and the

MU-SU MSW student handbook.

The MSW Program Review Committee is composed of a minimum of four faculty members, two from each campus. This Committee will focus on the MSW program

assessment. The Committee will organize an annual retreat for program review. The

Committee will meet at least once a semester and report to the Program Co-Directors.

On Shippensburg campus – Department Graduate Student Grade Appeals Committee

University policy requires that each department have a graduate grade appeal committee.

This committee is made up of students and faculty who review grade appeals and make

recommendations to administration. Three students and three faculty constitute the

committee.

Students participate in the interviewing process for all new faculty searches and all are invited to

be present at visits by Commissioners and Site Team visitors as part of the Program’s

accreditation process. Students also meet with Program Reviewers as part of required PASSHE

Five Year Program Reviews. Student feedback solicited through surveys and focus group

discussions and unsolicited through emails and conversations is essential to the development of

program policies, procedures, and curriculum.

Student Organizations Additionally, students are encouraged to participate in the formation and modification of policies

affecting academic and student affairs both at their universities and in the MU-SU MSW

program. Two of the primary vehicles to do this are the university – wide graduate faculty and

student organizations on their respective campuses and department-level student organizations.

At SU, the Graduate Student Association Board has been organized to promote harmonious

relationships among graduate students, faculty, and administration; to provide a means of

expressing to the university as a whole the needs of graduate students; and to insure the rights,

privileges, and responsibilities of graduate students. Membership is automatic during the

semester or session in which the graduate student is enrolled and all are invited to attend the

monthly meetings. Officers and members of the GSAB sit on a variety of the University shared

governance committees.

http://www.ship.edu/GSAB/

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SECTION V: ADVISING POLICIES AND PROCEDURES

The MU-SU MSW program has academic and professional advising policies and procedures that

are consistent with our program goals and objectives. All advising is provided by full time social

work program faculty. Advising takes on varied formats depending upon the time frame and

needs of the students.

PREADMISSION ADVISEMENT

The Program Co-Directors and MSW academic advisors are available to meet with students who

are seeking information about the program. They may play a role in helping potential applicants

determine if their personal goals are in alignment with the program goals. They may also discuss

how the program structure is able to accommodate the scheduling needs of the potential students.

ORIENTATION

Prior to the start of classes during the summer, the MU-SU MSW faculty provides an orientation

to the program and the course delivery model, which heavily draws upon technology. The

informational technology and the library staff participate in training new students to use their

resources.

ACADEMIC AND PROFESSIONAL ADVISEMENT

When students are accepted into the program, the Program Co-Director, in consultation with

Department Chair assigns academic advisers, who are primarily MSW faculty. Once students are

enrolled in the program, they can request a different academic adviser if they believe a different

faculty member is a more appropriate match for them. Academic advisers meet with students

about their academic concerns and their professional career goals.

Upon admission to the program, students meet with their advisers to develop an academic plan.

At SU, students record this plan on a Curriculum Checklist, which is maintained in the student

department record for review and update. At MU, students receive this information through a

Degree Audit Review. Advisors communicate via group meetings or e-mails on a regular basis

as program changes or scheduling matters arise. Students are encouraged to meet individually

with their adviser as necessary to assist the student.

If students are experiencing academic difficulties, the adviser develops a remedial plan with the

students and links them with the many resources provided on their campus, such as counseling,

tutoring, medical, and disabilities services.

SECTION VI: ADDITIONAL INFORMATION LICENSURE

Social work licensure is awarded by the Pennsylvania state licensing board of social workers,

marriage and family therapists and professional counselors. Board announcement, laws &

regulations, general information, and online licensing services are all found online. Students

may apply for a license through the electronic PALS system or submit a paper application. They

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/default.aspx

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/default.aspx

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/Announcements.aspx

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/Board-Laws-and-Regulations.aspx#.VG-alVZOk5s

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/Board-Laws-and-Regulations.aspx#.VG-alVZOk5s

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Pages/General-Board-Information.aspx#.VG-ZZlZOk5s

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/Pages/Online-Licensing-Services.aspx

https://www.mylicense.state.pa.us/mylicense/

http://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/SocialWorkersMarriageanFamilyTherapistsandProfessionalCounselors/Documents/Applications%20and%20Forms/Applications/ISWApp%20-%20SW%20(Exam).pdf

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may take the licensure examination through ASWB during the semester of graduation or anytime

after graduation. If students wish to take the exam during their last semester they must provide

the program co-director on their campus with the page/form from the social work license

application titled: “VERIFICATION OF SOCIAL WORK EDUCATION FOR

APPLICANTS ENROLLED IN THEIR FINAL SEMESTER” by the date specified by the

co-director. This form is the last page in the paper application which can be found on the board

website. The top part of the form is to be completed by the applicants. The rest of the form is

completed by the University and sent directly to the Licensing board. Failure to submit forms in

a timely manner will result in significant delay in students’ ability to sit for the exam.

Students who seek licensure from another state should review thoroughly the Association of

Social Work Boards website. States vary not only in terms of licensure procedures and license

exam content, but may require specific courses and field experiences as part of the licensing

process, as well. It is students’ responsibility to become familiar with the policies that guide the

social work profession in the state where they hope to be licensed.

UNIVERSITY STUDENT SERVICES

In addition to the MU-SU MSW program and its opportunities, students in the program are

eligible for the services, opportunities, and protections for all graduate students at their

respective university. These services, opportunities, and protections are outlined in the Graduate

Student Catalogs found at Shippensburg University and Millersville University.

Policy on Reporting Sexual Violence (Title IX of the Education Amendments of 1972)

Millersville University and Shippensburg University and its faculty are committed to assuring a

safe and productive educational environment for all students. In order to meet this commitment,

comply with Title IX of the Education Amendments of 1972, 20 U.S.C. §1681, et seq., and act in

accordance with guidance from the Office for Civil Rights, the University requires faculty

members to report to the University’s Title IX Coordinator incidents of sexual violence shared

by students. The only exceptions to the faculty member’s reporting obligation are when

incidents of sexual violence are communicated by a student during a classroom discussion, in a

writing assignment for a class, or as part of a University-approved research project. Faculty

members are obligated to report to the person designated in the University Protection of Minors

policy incidents of sexual violence or any other abuse of a student who was, or is, a child (a

person under 18 years of age) when the abuse allegedly occurred.

Information regarding the reporting of sexual violence, and the resources that are available to

victims of sexual violence, is available at http://www.millersville.edu/sexualviolence/index.php

or http://www.ship.edu/no_more/ .

REFERENCES

Council on Social Work Education. (2015). Educational Policy and Accreditation Standards.

Retrieved September 1, 2017 from

https://www.cswe.org/getattachment/Accreditation/Accreditation-Process/2015-

EPAS/2015EPAS_Web_FINAL.pdf.aspx .

https://www.aswb.org/exam-candidates/exam-registration/

https://www.aswb.org/


http://www.millersville.edu/~gcatalog/index.pdf

https://mail.millersville.edu/owa/redir.aspx?C=nmnm1ihlzC1hkBqFVRyiFGCNAgnGO6wJPeDBOf_EaANbF9Od4snTCA..&URL=http%3a%2f%2fwww.millersville.edu%2fsexualviolence%2findex.php

http://www.ship.edu/no_more/



36

Daley, M. & Avant, F. (2004). Model three: Stephen F. Austin State University, Advanced

generalist social work for rural practice, in Thoughts on an advanced generalist

education: Models, readings and essays. A. Roy & F. Vecchiolla (eds). Peosta, IA: Eddie

Bowers.

Morales, A. & Sheafor, B. (2004) Social work: A profession of many faces. Boston: Allyn and

Bacon.

Schatz, M., Jenkins, L., & Sheafor, B. (1990). Milford redefined: A model of initial and

advanced generalist social work. Journal of Social Work Education, 26(3), p.217-231.

Sheafor, B. W., & Horejsi, C. R. (2009). Techniques and guidelines for social work practice (8th

ed.). Boston, MA: Allyn & Bacon.

http://www.worldcat.org/title/thoughts-on-an-advanced-generalist-education-models-readings-and-essays/oclc/54933787

http://www.tandfonline.com/doi/abs/10.1080/00220612.1979.10671580

http://www.tandfonline.com/doi/abs/10.1080/00220612.1979.10671580

http://www.iupui.edu/~mswd/D641/multimedia/pdf/Milford_Redfined.pdf

http://www.iupui.edu/~mswd/D641/multimedia/pdf/Milford_Redfined.pdf

http://www.mypearsonstore.com/bookstore/techniques-and-guidelines-for-social-work-practice-0205838758

37

FACULTY AND STAFF

Shippensburg University

Dr. Andrea Barrick

717-477-1717

Dr. Sam Benbow

717-477-1781

[email protected]

Dr. Dara Bourassa

717-477-1969

[email protected]

Dr. Jennifer Clements

717-477-1633

[email protected]

Dr. Liz Fisher

Department chair as of 8/20/18

BSW Director

717-477-1365

[email protected]

Dr. Marita Flagler

Program Director, Ship campus as of 8/20/18

717- 477-1266

[email protected]

Dr. Jayleen Galarza

Field Coordinator, Ship campus

717-477- 1655

[email protected]

Dr. Deborah Jacobs

Department Chair

Program Director, Ship campus

717-477- 1276

[email protected]

Dr. Michael Lyman

717-477-1267

[email protected]

Dr. Dorlisa Minnick

717-477-1785

[email protected]

Staff

DottySue Ott

717-477-1717

[email protected]

mailto:[email protected]











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2

FACULTY AND STAFF

Millersville University

Department Chair

Dr. Karen Rice

717-871-5297

[email protected]

MSW Program Coordinator, MU

Dr. Marc Felizzi

717-871-7161

[email protected]

Dr. Joyous Bethel

717-871-5927

[email protected]

MSW Secretary

Beth Colvin

717-871-7170

[email protected]

Interim BSW/MSW Field Coordinator, MU

Prof. Bertha Saldana De Jesus

717-871-7350

[email protected]

Dr. Leonora Foels

717-871-4732

[email protected]

Dr. Jennifer Frank

Dr. Heather Girvin

717-871-7181

[email protected]

Dr. Laura Brierton Granruth

717-871-5956

[email protected]

Dr. David Johnson

717-871-5893

[email protected]

Dr. Wanja Ogongi

717-871-4044

[email protected]

Dr. Curtis Proctor

717-871-5746

[email protected]

Dr. Alex Redcay

717-871-4373

[email protected]

Dr. Kathleen Walsh

717-871-4896

[email protected]

717-871-7180

[email protected]

http://www.millersville.edu/socialwork/faculty/karen_rice.php


http://www.millersville.edu/socialwork/faculty/marc_felizzi.php

http://www.millersville.edu/socialwork/faculty/marc_felizzi.php


http://www.millersville.edu/socialwork/faculty/joyous_bethel.php

http://www.millersville.edu/socialwork/faculty/joyous_bethel.php



http://www.millersville.edu/socialwork/faculty/leonora_foels.php


http://www.millersville.edu/socialwork/faculty/jennifer_frank.php

http://www.millersville.edu/socialwork/faculty/jennifer_frank.php

http://www.millersville.edu/socialwork/faculty/heather_girvin.php

http://www.millersville.edu/socialwork/faculty/heather_girvin.php


http://www.millersville.edu/socialwork/faculty/laura_granruth.php

http://www.millersville.edu/socialwork/faculty/laura_granruth.php


http://www.millersville.edu/socialwork/faculty/david_johnson.php

http://www.millersville.edu/socialwork/faculty/david_johnson.php


http://www.millersville.edu/socialwork/faculty/wanja_ogongi.php

http://www.millersville.edu/socialwork/faculty/wanja_ogongi.php

http://www.millersville.edu/socialwork/faculty/curtis_proctor.php

http://www.millersville.edu/socialwork/faculty/curtis_proctor.php


http://www.millersville.edu/socialwork/faculty/alex_redcay.php


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